LC 



io. Rcc. 138 



THE HIGH SCHOOL AS A 
SOCIAL CENTRE 



BY 



CLARENCE ARTHUR PERRY 



•R S' 
•F- 



Reprint of Chapter XXI 

of 

"The Modern High School" 

Published by Charles Scribner's Sons 



Price fO Cents 



DEPARTMENT OF RECREATION 

RUSSELL SAGE FOUNDATION 

1 30 East 22d Street 

New York Gty 



7-14-50 






COPYRIGHT 1914. BY 
CHARLES SCRIBNERS SONS 






PART IV 

ADDITIONAL SOCIALIZING FUNCTIONS 
OF THE MODERN fflGH SCHOOL 

CHAPTER XXI 

THE HIGH SCHOOL AS A SOCIAL CENTRE 

Clarence Arthur Perry, B.S. 

ASSOCIATE DIRECTOR, DEPARTMENT OF RECREATION, RUSSELL SAGE 
FOUNDATION 

A Study in Educational Evolution. — The subject be- 
fore us is one of educational evolution. The high school 
is in the process of expanding its social function; it is 
developing a new and more immediate relationship with 
its constituency. The present stage of this development, 
the impulses within the system, and the conditions in its 
environment which are producing the new power and 
its future relation to the school's prime function — these 
are the general aspects of the theme to be considered in 
the present chapter. 

Extension of Public Education General. — In the be- 
ginning the State universities instructed only the stu- 
dents in residence on the campus ; to-day their extension 
departments^ are reaching out to the utmost confines of 

' See "A University that Runs a State," by Frank Parker Stockbridge, 
in World's Work for April, 1913. 

517 



518 THE MODERN HIGH SCHOOL 

the commonwealth and are endeavoring to benefit adults 
as well as adolescents. Through its kindergarten the 
primary school has recently taken in a younger set and 
through its evening classes it is bringing in the grown- 
ups, while the secondary school has not only got hold of 
the men and women but it, too, is making overtures to 
a group lower down in the age scale than the one it has 
traditionally served. 

These three institutions are not only extending their 
benefits to new classes of persons but they are also ren- 
dering new kinds of service. The university extension 
divisions are sending out material for debating clubs and 
social surveys as well as the lecturers and demonstrators 
with which they began. To the elementary-school build- 
ing the outside public is increasingly resorting for its 
games, its athletics, its entertainment, and its social life; 
at the high school it is finding not only these same en- 
joyments but the illustrated lectures, theatrical repre- 
sentations, and art exhibitions which its more spacious 
quarters make possible. In these novel and more direct 
relations with society the secondary school is simply fol- 
lowing the trend of a general educational movement. 

Present Stage of the New Development. — In the case 
of the university the evolution has reached a more ad- 
vanced stage than it has in the lower institutions. Its 
extension work is deliberately planned and supported 
from within. But in the public-school systems the 
newer enterprises are only beginning to emerge from the 
category of "outside acti\':ties." The authorities still 
permit them more often than they promote them. 
Evening classes and pubHc lectures, it is true, have a 
recognized status in school systems, but the position of 
club work, quiet games, and social dancing is not so 



THE HIGH SCHOOL AS A SOCIAL CENTRE 519 

fixed. High school principals have a well-defined policy 
regarding the social and recreational activities of their 
own students, but their attitude toward pubUc forums, 
citizens' organizations, and outside basket-ball teams is 
still in the process of formation. In most instances where 
public schools are now used for popular recreational and 
civic activities these are administered either by a volun- 
tary organization^ or by a separate staff directly under 
the city superintendent, and, excepting the greater es- 
teem shown for the superior accommodations in the av- 
erage high school building, little discrimination is made 
between it and the elementary school in the selection of 
edifices for the "wider use." 

High School Centre Not Yet Differentiated. — That the 
high school's function as a social centre is not yet con- 
sciously distinguished from that of the elementary school 
is due to the fact that the heads of these schools have 
not generally been made responsible for the various ac- 
tivities which constitute the new relationship. Whether 
the local playground association maintains its club work 
for young people in a large building or a small one, its 
characteristics will not be perceptibly affected, but a 
high school staff could not manage such an undertaking 
long before it would display different features from those 
of a similar one in the hands of an elementary-school 
organization. When the extension activities begin to 
emanate from the two institutions themselves their re- 
spective spheres in this respect will become more clearly 
defined. And if the transfer of the initiative to the 

' In Boston where several high school buildings are used as " Evening 
Centres" the first one (1911-12) was supported by the Women's Munic- 
ipal League. During the season of 1912-13 four such centres were main- 
tained by the school committee, their administration devolving upon 
the "assistant director of evening and continuation schools." 



520 THE MODERN HIGH SCHOOL 

principals can be made without losing the enthusiasm 
possessed by the voluntary organizations or the particu- 
lar abilities developed by the special board of education 
Staffs the social-centre function will have a better oppor- 
tunity to show vigorous growth and individuality than 
the present arrangement permits, because it will then be 
freed of the friction which must always exist when two 
bodies with differing aims attempt to work in the same 
quarters. 

Basis of Future Growth. — Differentiation, however, 
only marks growth; it does not produce it. What 
grounds are there for believing that differentiation will 
take place? Why may we expect to see the new social 
function of the high school become definitely a part of 
the responsibilities of the principal, to be consciously 
developed and expanded by him, to be correlated with 
the work of his faculty and his students, and, finally, to 
be so thoroughly integrated in the Ufe of the municipality 
as to give his institution a power and influence now 
hardly conceivable? A prediction of so sweeping a char- 
acter can find a rational basis only in the existence of 
permanent forces or tendencies which, working together, 
will produce such a result. How soon it may be realized 
no one can confidently say; that the outcome will be pre- 
cisely as prophesied no one can guarantee; but that the 
course of evolution is already in that direction is a fact 
which needs no demonstration. 

The Dominant Forces. — The fundamental motive fac- 
tors in this development are those which are bringing 
and will increasingly continue to bring the outside public 
into the high school building to enjoy its facilities or its 
offerings. These are of two kinds: the disposition of the 
high school organization to set up attractions which tend 



THE HIGH SCHOOL AS A SOCIAL CENTRE 521 

to pull the public in and the social conditions on the out- 
side which tend to drive it in. 

Principal's New Attitude toward Community. — The 
first of these is due to changes in the principal's conscious- 
ness of his relation to his community. The tendency of 
high school administration is to place more and more 
initiative in his hands. The ajffairs under his control 
have become, in many instances, so vast and so complex 
that it is a practical impossibihty for the city superin- 
tendent to give them intelligent detailed supervision. 
More and more it is the principal, rather than the au- 
thorities over him, who selects the instructors, lays out 
new courses, plans extensions to his building, and who, 
in the final analysis, determines the amount of the ap- 
propriation to be asked for to maintain his school. 

It is his increasing control over the school budget that 
is causing the principal to think more and more about 
the taxpayer. Once he would have repelled the sug- 
gestion to issue a printed report upon the work of the 
school as in the nature of tooting his own horn. In those 
days the board which passed upon his work included 
some of the best minds in the community. Their occa- 
sional inspections enabled them to decide whether or not 
he did it well, and their favorable opinion was all he 
needed to strive for. With the advent of trustees, who 
judged the success of their schools largely by the public's 
reaction to them, he was obliged to take a different atti- 
tude, and it became necessary to see that the pubhc was 
adequately informed about them. Gradually there de- 
veloped the policy which is now generally followed and 
which involves systematically laying before the high 
school's constituents, through attractive reports and the 
columns of the press, such evidences of successful en- 



522 THE MODERN HIGH SCHOOL 

deavor as may be found in student productions, college- 
entrance examinations, athletics, debating contests, and 
the careers of graduates. 

Encouraging Direct Enjoyment by All. — But such ac- 
counting of stewardship touches mainly the alumni, the 
parents of the students, and the leading citizens — a com- 
paratively small part of the community. In these demo- 
cratic days the expenditure of public funds must be jus- 
tified to all the people. And so the modern principal, 
with his increased financial control and a correspondingly 
increased sense of responsibihty, is being compelled to go 
even further in his efforts to create a favorable public 
sentiment toward his undertakings. He is discovering 
that the most effective way to convince the man in the 
street of his wisdom in erecting a magnificent auditorium 
is to bring him in to enjoy it. If he needs new equip- 
ment for the gymnasium he brings the taxpayers into such 
contact with the situation that they, too, experience the 
need for the new apparatus. Student exhibitions and 
entertainments have, indeed, long been provided, but, 
although open to the public, they have reached mainly 
the pupils' parents and friends. Now, in a growing num- 
ber of places, principals are encouraging a more general 
use of their auditoriums by arranging for popular con- 
certs and lecture courses, and facilitating their utiliza- 
tion as rehearsal halls for choral societies and the place 
of mass-meetings for the presentation and discussion of 
current civic problems. They are beginning to give their 
gymnasiums for the evening physical training of outside 
young people and their classrooms for the club activities 
of public-spirited men and women — in short, there is an 
increasing tendency to make all the facilities of their 
costly plants directly beneficial to the individuals out- 
side of school as well as those within. 



THE HIGH SCHOOL AS A SOCIAL CENTRE 523 

Most Noticeable in Rural High School. — The cor- 
relation of this tendency with the principal's sensitive- 
ness to the financial imphcations of his undertakings is 
well illustrated in the case of the new type of rural high 
school. Coming to life in regions little accustomed to 
such luxuries, confronted by traditions opposed to hberal 
expenditure for public service of any sort, and in the face 
of a general scepticism as to the value of higher educa- 
tion, its administrators have naturally felt an urgent 
necessity to "make good" with its supporters, not years 
hence when its graduates could show their mettle, but 
immediately. Accordingly, we find the modern country 
high school not only opening its doors for all sorts of 
neighborhood meetings, entertainments, illustrated talks, 
exhibitions, and educational institutes, but also sending 
out its instructors to advise with farmers, judge stock, or 
plan crop rotations; putting its students to work testing 
neighborhood cows or selecting fertile seed for patrons, 
and in various other ways directly serving its constit- 
uency.^ Here where the sense of responsibility to the 
community is keenest the secondary school has gone 
furthest in its conscious development as a social centre. 

Force of Social Conditions. — The other force which is 
more and more bringing the public into the high school 
has come into play through a radical change in method 
on the part of many reformatory and uplift agencies. 
Besides attempting through moral suasion to strengthen 
the human will against evil choices, they are now trying 
to improve its action by surrounding it with more means 
for wholesome expression. Vicious conduct, they say, 
is resulting from bad envirormients, hence they are en- 
deavoring to substitute good environments. Investiga- 

* For instance, see the Eleventh Biennial Report of the Superinten- 
dent of Public Instruction for Idaho. 



524 THE MODERN HIGH SCHOOL 

tors find that the inmates of the brothel are often re- 
cruited in the indecorous dance-hall, and there ensues 
an agitation for social dancing in public-school buildings 
under proper auspices. The corrupting effects upon 
young men of the saloon, pool-room, and other gambling 
resorts is responsible for a movement to afford organ- 
ized games, athletic sp>orts, and allied forms of recreation 
in school gymnasiums and basements, and the same op- 
portunities are demanded in the interests of national 
health and vigor because of the lack of physical exercise 
on the part of office workers and others leading seden- 
tary city lives — a need which is only partly met by the 
Y. M. C. A. and similar institutions. The extraordinary 
growth of the motion-picture theatres, with their some- 
times questionable entertainments and unsanitary and 
immoral environment, has produced another problem the 
solution of which is sought in the use of school auditori- 
ums for like purposes. The city's demand for wholesome 
opportunities for recreation and social life is based prin- 
cipally upon the need of substitution; in the country it 
is the scarcity of such opportunities that is responsible 
for the movement which is demanding a more extended 
use of school property. 

In the political world the continually repeated spec- 
tacle of corrupt boss control is causing wide-spread ap- 
preciation of the need of meeting-places which will invite 
a loftier and more general discussion of platforms and 
a dignified transaction of electoral affairs. When pri- 
maries and political rallies are held over saloons or in 
halls of equal unsavoriness it is difficult to secure the 
attendance of the more respectable citizens. The result 
is that the more unselfish elements of the commimity 
are not represented in the deliberations and choices which 



THE fflGH SCHOOL AS A SOCIAL CENTRE 525 

determine the efficiency of governmental machinery, and 
the men who make politics their business are able to have 
things all their own way. The necessity for renting halls 
also adds to the excuse for raising campaign funds, with 
the inevitable feeling of indebtedness on the part of the 
successful candidates to the individuals or special inter- 
ests which contributed to their financial support. The 
experience already had in the use of school buildings for 
poHtical meetings and balloting purposes tends to sub- 
stantiate the arguments advanced in its favor. In the 
case of the meetings the more elevated tone was partly 
due to the increased proportion of women in the audi- 
ences, and the improved atmosphere at the school voting 
places was helped by the same cause where woman 
suffrage obtains, the probable granting of which in other 
States will itself give emphasis to the demand for the use 
of schools for these purposes. The general existence of 
commodious auditoriums in high schools gives both ap- 
propriateness and insistence to the movement for their 
more universal dedication to the clarification of civic 
questions. 

Another requisition upon school halls, plainly marked 
by the spirit of the age, is expressed in the agitation for 
free lectures, concerts, municipally subsidized theatrical 
imdertakings, and other forms of State-supported cul- 
tural opportunities. 

Reinforcing this demand, as well as all the others, is 
the economical temper which animates the movement to 
conserve the nation's natural resources and is manifested 
in the various schemes for "scientific management." 
The sight of costly, magnificent buildings lying idle dur- 
ing periods when they could be beneficially used is re- 
pugnant to the business sense of the community, and 



526 THE MODERN fflGH SCHOOL 

as a consequence every legitimate appeal for their more 
extensive utilization meets with a quick response from 
pubhc sentiment. 

Doubt as to the reality of the school's increasing r61e 
in public recreation may be aroused in some minds by 
such instances as Chicago's park and playground sys- 
tem with its luxurious field houses, the several cities 
which have erected auditorium buildings, and the rapid 
growth of municipal baths, parks, and museums. These 
are to be interpreted, however, only as evidences of the 
general advance of the recreation movement. In its 
course it is afifecting schools, parks, piers, squares — every 
institution, in fact, that is susceptible of appHcation to 
recreational needs. What makes it certain that school 
property will be universally appropriated is its unusual 
capacity for this broader community use. Auditori- 
ums, gymnasimns, baths, museums, hbraries, play fields 
— these things schools need for their own purposes, and 
the people are providing them with an increasing liber- 
ality. Is it likely that they will be overlooked in the 
popular requisitioning of facilities for enjoyment, espe- 
cially in view of the fact that these are usually idle at the 
very time when the people are free to use them? In no 
community is there yet an adequate provision for recre- 
ation and social hfe, and even if all the futiure parks have 
field houses and all the squares be converted into play- 
grounds, considerations of fitness and economy will still 
require the school to meet a large part of this need. 
Chicago, despite its magnificent system of parks and 
recreation buildings, is progressively equipping its public 
schools as social centres. 

More Power to Principal. — At the present time there 
is no tendency either in secondary school administration 



THE HIGH SCHOOL AS A SOCIAL CENTRE 527 

or in current social development that will bring about a 
permanent diminution of the forces which are increasing 
the public's immediate enjoyment of high school facili- 
ties. The growth of commercial amusement resorts 
seems only to render more necessary the competition of 
those under safer auspices, while friction with the regular 
school work produces at most only a temporary let-up in 
the outside activities. The pressure behind the latter is 
continuous, and an attempt to shut them off would create 
an intolerable situation. An examination of the causes 
of irritation, the misuse of equipment by volunteers or 
the board-of-education staff, the public criticism of badly 
managed meetings, or the annoyance of having con- 
stantly to decide between conflicting requests for various 
facihties — these, when analyzed, would show that they 
were all due either to a division of responsibility, inade- 
quate help, or some other defect in the administrative 
machinery. The activities themselves not being intrin- 
sically illegal or socially undesirable, but, on the other 
hand, highly important, the remedy would obviously be 
found to consist in providing the organization necessary 
for their smooth and proper direction. 

Accordingly, as these situations arise, and their in- 
creasing inevitability seems guaranteed by all the ten- 
dencies of the times, principals will point out that with 
more assistance they can themselves handle these mat- 
ters with less friction and more efficiency, and eventually 
they will be granted the requisite additions to their staffs. 
Even in the cases where the extension activities are now 
carried on by a special department of the board of edu- 
cation or of the municipal government the frequent col- 
lisions between them and the principal's own public pro- 
grammes and the need — which will increase with the 



528 THE MODERN HIGH SCHOOL 

development of efficiency standards — of adapting the 
former to the peculiarities of the school's constituency 
will ultimately bring about the combination of both sets 
of activities under the local head. Thus through the 
very growth in the volume of the high school's incidental 
activities will come the structural change required for the 
adequate discharge of the new social function. 

Development of New Fimction by Principal. — The 
placing of social-centre assistants under the principal will 
inevitably stimulate his enterprise in this field. The 
natural desire to retain the new power and even ag- 
grandize it will make him strive to justify his possession 
of it. Through its employment he will be better able to 
impress the public with the usefulness of his institution 
and their wisdom in giving it hberal support. When, 
however, he devotes himself thoroughly to the task of 
working out better administrative methods — an unavoid- 
able necessity because the social-centre technic is still 
in the making — there will be opened up to him a new 
source of interest. For he will discover in the extension 
activities themselves unsuspected assistance for the solu- 
tion of the new and perplexing problems which society is 
more and more adding to his main function. 

Changing Content of Public Education. — The agitation 
for the school inspection of children's teeth has not yet 
accomplished its purpose in some places, while in others 
it is not only estabHshed but some of the wisdom which 
it carries in solution has been precipitated in the form of 
a tooth-brush drill administered by the teacher. Herein 
we see a new phase of personal conduct becoming, under 
the influence of social expediency, a subject of school 
training. Not many years ago a girl's experience in 
helping her mother with the housework was considered 



THE HIGH SCHOOL AS A SOCIAL CENTRE 529 

a sufficient preparation for the responsibilities of house- 
keeping. But industrial and urban conditions have so 
changed many homes that that experience is no longer 
generally considered adequate, and the school has been 
called upon to supply this part of the future housewife's 
training. Cooking and sewing were the first parts of 
housekeeping to be added to the curriculum, but now in 
many systems it includes laundry work, serving meals, 
and room decoration. The extraordinary extent to which 
formal education is being called into the traditional 
realm of family life is indicated by the agitation for voca- 
tional guidance and sex education and by the instruc- 
tion concerning personal expenditures and avocations 
already being given in some schools. An example here 
is to be found in Mrs. Famsworth's course in practical 
arts for girls, which is outlined in "High School Educa- 
tion " (page 428) . These instances point to a progressive 
extension of the secondary school curriculum until it 
shall comprehend the preparation of pupils for the suc- 
cessful meeting of all of the important situations encoim- 
tered in human living. Practically only one phase of hfe, 
the religious one, is now omitted from its scope, and 
even that, so far as its applications to conduct meet with 
general approval, is represented in the schemes for moral 
education at present projected or in operation. 

The pupil's ultimate success is dependent not only 
upon the possession of trained powers but upon his 
abiHty to co-ordinate them, upon his skill in arraying 
them for attack upon the resistant situations of hfe. He 
may graduate with honors in electricity, but if he is un- 
able to make an effective presentation of his case to em- 
ployers, has not been trained in team-work, or has not 
formed the habit of achieving obvious and available re- 



530 THE MODERN HIGH SCHOOL 

suits he will be a failure and bring reproach upon the insti- 
tution which hopefully turned him out. The increas- 
ing esteem in which vocational courses, especially home 
economics in its highly elaborated form, are held by both 
educators and society in general is undoubtedly largely 
due to the fact that they do effect practical syntheses of 
abilities. Similarly, the tendency in these courses to 
require work under the actual industrial and domestic 
conditions shows a growing appreciation of the necessity 
of training the pupil in the art of applying his powers. 
Even more significant is the increasing seriousness with 
which managing glee and athletic clubs, society presi- 
dencies, and participation in other "student activities" 
are regarded by school authorities. The conspicuous 
after-success frequently achieved by the graduate who 
had led in these non-academic affairs has caused an 
examination of their preparative value, and it is being 
discovered that they afford most useful practice in the 
art of forming social relationships. They derive their 
efficacy from the fact that they are exact facsimiles, 
slightly reduced, of adult social functionings. Skill in 
"making" the miniature organizations was bound to en- 
hance the ability to "make" the bigger groups through 
which the affairs of mature life are practically all trans- 
acted. 

The success, then, for which society demands that the 
high school shall give an adequate training is certitude 
in the ability of the outgoing individuals to make vital 
connections with the groups^ of which society itself is 
composed. Development of all the pupil's faculties is 

' See further amplifications of this point in the sections which follow 
upon the high school as a vocational, social, civic, recreation, and cultural 
centre. 



THE HIGH SCHOOL AS A SOCIAL CENTRE 531 

not enough: he must be adapted for group life, not that 
he may lose his individuality but that it may come to 
that fuller realization which is made possible only by 
working with others and dividing tasks. 

Pedagogical Value of Social-Centre Function. — The 
fact that social-centre work is essentially a group-form- 
ing process makes it immediately apparent why the high 
school principal is going to find it of value in connec- 
tion with his newer, social duties to his regular pupils. 
Hitherto he has not been accustomed to think about the 
basis upon which people divide into sets, cHques, and 
societies, but in supervising club activities, basket-ball 
teams, and dancing parties his thoughts will immediately 
be engaged by that problem. He will find new generali- 
zations and Httle recorded knowledge by which to guide 
his steps, but as he tries one plan after another in the 
new work he cannot fail to accumulate helpful experience. 
The social-centre annex will be a laboratory in which he 
can experiment without endangering his main work with 
the consequences of costly mistakes, a place where he can 
acquire skill for the moulding of the social destinies of his 
regular pupils. It will enable his instructors to gain 
practical experience in the fields of their teaching and 
bring their students into actual contact with the con- 
crete realities underlying the abstractions of the class- 
room. 

Further explanation of the social centre's apphcability 
to the high school's latest problem is to be seen in the 
fact that its main aspects— not yet all equally emerged, 
however— correspond fairly closely to the lines along 
which the natural groupings of human beings occur. 
These are the vocational, social, civic, recreational, and 
cultural lines, and it is significant that they mark the 



532 THE MODERN HIGH SCHOOL 

principal categories into which the achievements and 
failures of men and women fall. 

High School as a Vocational Centre. — Only he who 
supplies all his wants with the products of his own hands 
has a vocational problem that is devoid of social aspects. 
Every one else has to find persons with whom to exchange 
the things he makes for those he wants. The task of 
connecting laborers with the consumers of labor, or with 
bodies standing in an intermediate relation to them, has 
not yet been imdertaken to any extent by systems of 
public education. Some private institutions systemati- 
cally endeavor to ''place" their graduates, and universi- 
ties are giving the matter increasing attention, but, with 
the exception of a few instances, high schools have not 
yet assumed this responsibility. Furthermore, neither 
the instructor who prepares nor the principal who at- 
tempts to "place" a student has become sufficiently con- 
scious of the fact that in these days it is a firm, a cor- 
poration, a staff, a force, a corps, a bureau, a gang, a field 
party, a union, or some other kind of a group with which 
their charge will have to make connection, and that while 
his initial admission may depend upon his satisf3dng an 
individual, his permanence therein will, in the long run, 
be determined by his acceptabihty to the whole body of 
which he forms an intimate part. Consciousness of pre- 
cisely this sort is what will result from any attempt by 
the high school social-centre stafi^ to fit persons into posi- 
tions in modem professional, commercial, or industrial 
life. 

Employment bureaus as a part of the school's social 
function have been advocated by Professor Commons 
and others, and in connection with several social-centre 
undertakings an effort has been made to furnish in- 



THE HIGH SCHOOL AS A SOCIAL CENTRE 533 

formation about both vacant positions and jobless 
workers. Nourishment for the seed thus planted is 
bound to be afforded by the attempts to render a voca- 
tional guidance to high school graduates, as it will be 
found that valuable advice can be given only upon a 
much larger basis of information than is at present pos- 
sessed. It is the exceptional youth who at so early an 
age sees clearly what his calling will be or whose peculiar 
abilities are so distinct as to enable others to decide for 
him. For the great majority the final determination will 
be made only after much experimentation, and many 
mistakes will be avoided and much time saved if there 
can be some ofl&cial to whom after each trial he can freely 
go for advice as to the next step. Manifestly, the per- 
son most suitable for this office is one to whom the apph- 
cant's class records would be accessible. The data in 
time gathered by such an officer would not only make his 
counsel of priceless value to the graduate but would also 
have great significance for the faculty in its task of fit- 
ting young people for advantageous economic connec- 
tions with society. While such a service would be jus- 
tified if its benefits were given only to alumni of the 
school, its effectiveness, even in serving them, might be 
enhanced if it were open to the public at large.^ It would 
thus receive a wider knowledge of the various occupa- 
tional conditions, have more experience for comparative 
purposes, and be able to command more generous sup- 
port from the State. And who knows but that out of its 
operations there might finally be distilled an essence that 

^ See " The Wisconsin Free Employment Offices," a bulletin (vol. II, 
no. 9) of the Industrial Commission of Wisconsin, for an account of their 
workings and the need of separate provisions (p. 218) for clerical and 
skilled workers. 



534 THE MODERN HIGH SCHOOL 

would tend to quiet the troubled waters in which labor 
and capital are now immersed! 

A Centre of Social Life. — Adjustment to groups for 
purposes of companionship is an affair in which the aver- 
age young person seldom attains to the height of his 
opportunity. And yet success in this respect is quite as 
important as success in any other phase of hfe. For evi- 
dence, one needs only to recall the acquaintance whose 
career has been changed permanently for the better by 
joining a certain club, or that other whose reputation has 
been irretrievably damaged through association with a 
fast set, or, still more convincing, those numerous friends 
whose futures have been made or urmiade by their mar- 
riages. At the first glance it might seem that here was a 
department of life in which no rules could be applied. A 
httle reflection reveals, however, that any province of 
action in which one course is followed with evil results 
and another with good is amenable to generalization 
because there must be reasons for the different effects, 
and where reasons exist there, sooner or later, will be 
found material for the teacher. Young people who are 
reared in homes having well-defined social traditions cus- 
tomarily step out into the world of relationships with 
assurance; but the example, the precept, and the atmos- 
phere which have moulded them are not by any means 
universal, even in the habitations of the rich, and, as a 
consequence, the school is being called upon to supply 
the deficiency. The private school has already begun to 
give a definite social training (see the syllabus of the 
Horace Mann School, Section IV, Social Relations and 
Conduct, vol. I, p. 439) and the public secondary school 
is about to follow in its steps. 

Preparation for social life is still largely a matter of 



THE HIGH SCHOOL AS A SOCIAL CENTRE 535 

ample practice under wise oversight. Before generali- 
zations suitable for impartation to students to be ap- 
plied by themselves can be worked out much observa- 
tion and experimentation will be required. For both 
the practice and the study the social centre ofiFers excep- 
tional opportunities. In the undertakings of this sort 
now being carried on conclusions of general application 
are already being reached, but so far they are mainly 
retrievals of the mistakes which are always made in the 
beginning of novel enterprises. For example, it was felt 
that extensions of social opportunities under public aus- 
pices must necessarily be gratuitous, open to all, because 
the pubHc pays for their support. It is now seen that 
making them free to all tends, in effect, to limit them to a 
part of the public — to those persons, namely, who are not 
in the enjoyment of the usual social relationships and 
advantages. People associate with one another because 
they enjoy one another's company, not from a sense of 
duty or any other form of compulsion. Since differences 
of tastes, manners, creeds, languages, and irmumerable 
other variations prevent everybody from liking every- 
body else, pleasurable fellowship can only take place on 
the basis of groups in which there is some sort of com- 
munity of feeling. And so the wise social-centre director 
is now deaHng with coteries and chques, and mainly those 
which are self -formed, because the business of dividing a 
crowd into groups which will stick together has not yet 
been reduced to a science. Another principle which 
appears to be emerging indicates that groups must be 
allowed to have, as they do in the outside world, different 
scales of expenditure, since in this way they find greater 
opportunity for distinctive expression, but the range and 
limitations of this principle have not been clearly defined. 



536 THE MODERN HIGH SCHOOL 

One of the most vital of the many problems still un- 
solved in the field of social relations concerns dancing. 
The obvious inability of the home either to afford it 
proper opportunity or to prohibit its occurrence else- 
where, the disastrous results of the laisser-faire poUcy, 
and, lastly, its probable relevancy to that most important 
of all social processes, mating, make it imperative that 
the school, and because of its adolescent relation, es- 
pecially the high school, endeavor to find its wise solu- 
tion. 

The addition of the social centre will not only facilitate 
the giving of systematic supervision to the social activi- 
ties of present students, which is their immediate need, 
but promote their deliberate development into forms less 
disfigured by an imdesirable class consciousness. It will 
be able to do this because of the wider circle which it will 
include and because of the study and experimentation 
that will be made necessary by the exigencies of the 
larger and more dif&cult undertaking of improving social 
life generally. 

As a Centre of Civic Activity. — The tremendous im- 
portance to our civic welfare of the basis upon which 
electors form party ties needs no amplification. And 
yet the method of determining what party to join or 
when to leave it is a subject comparatively imtouched in 
institutions which the State is supporting ostensibly for 
the preservation of the democratic form of government. 
It is another striking evidence of the lack of a social 
view-point in our systems of pubUc education. A com- 
plete treatment of the manner in which converting the 
high school into a civic centre^ will remedy this defect 

* The civic aspects of the social centre are fully discussed in " The Social 
Center," by Edward J. Ward. D. Appleton and Co., New York. 



THE HIGH SCHOOL AS A SOCIAL CENTRE 537 

is not possible in the compass of this chapter, but a few 
of the main points may be set down. 

In the first place, by opening the building to party 
rallies, non-partisan discussions, primaries, and the bal- 
lot-box, the tone of political activity will be raised and 
it will be brought under the eyes of the students where 
its lessons can be effectively deduced by the faculty. 
Again, by promoting and organizing full and fair discus- 
sions of civic questions the distinction can be sharply 
drawn between groups for forming opinion and groups for 
securing action. The institution of a political forum^ 
in a public school is, it is true, a perilous proceeding and 
one which can be successfully carried through only by 
those possessed of the greatest tact and ability. But if 
success can be attained there is no more effective way of 
impressing upon the minds of future voters the need of 
clear thinking before and separate from action, and thus 
restoring some badly needed ideahsm to American politi- 
cal Kfe. A basis for deciding when to compromise with 
personal convictions in order to secure results and when 
to hold out at all hazards can be developed by means 
of a systematic observation and analysis of the activities 
of civic clubs, adult or otherwise, miniature congresses, 
and local improvement associations which are organized 
in the social-centre department. 

The instructional value of holding in the auditorium 
meetings for the consideration of amendments proposed 
for the State constitution, or welcoming ceremonies for 
newly naturalized citizens when certificates are presented 
to immigrants and addresses are dehvered by the mayor 

^ See "Lessons Learned in Rochester," by Professor George M. Forbes, 
a bulletin issued by the University Extension Division of the University 
of Wisconsin. 



538 THE MODERN HIGH SCHOOL 

and leading citizens— this needs no further comment. 
How they will vivify the images received in the history 
and civil government classes is obvious to every one. 

As a Recreation Centre. — The social nature of the 
really successful forms of recreation is already widely 
recognized. The predominance of team games and com- 
petitions over calisthenics and solitary training is every- 
where evident. The high school graduate of to-day 
needs no admonition to join a club, a team, or some other 
group when he wishes to build up tired muscles or remove 
the cobwebs from his brain. It is true, also, that the reg- 
ular athletic activities of the average high school give its 
facilities fairly constant utilization; but there are also 
pedagogical advantages to be gained from an extension of 
their use, so far as possible, to individuals outside the 
student body. Through the opportunity of observing 
further the development of old students, the school's 
regular physical-training staff will be able to draw useful 
conclusions as to the after-effects of the several kinds of 
athletic competitions and the different regimens pre- 
scribed to secure proficiency. Proclivities whose vicious- 
ness was hardly distinguishable in adolescent students 
will be seen in adulthood in their true character. The 
instructors will also compare with interest the physiques, 
sporting standards, and moral habits of graduates and 
those of persons without a secondary education. 

The fixing of amateur ideals among the students will 
be facilitated through the mere increasing of the volume 
of non-professional sports in the city, and in the same 
way the cause of clean athletics will be advanced. 
Those of the faculty interested in moral training will be 
able to observe the working of various rules with groups 
of different stages of culture and in general to watch 
habits of fair play being woven into the warp of char- 



THE HIGH SCHOOL AS A SOCIAL CENTRE 539 

acter, while for mankind as a whole there should come 
greater progress in the solution of the problem of indi- 
vidual recreation. 

The prediction that the extension activities will bear 
fruit of value to the regular curriculum of physical educa- 
tion is verified in New York City by the fact that some 
of the group exercises developed by the PubKc Schools 
Athletic League, an organization to promote after-class 
sports among pupils, have been incorporated in the offi- 
cial course of study. 

Among the passive agencies of recreation are to be in- 
cluded motion pictures, theatricals, concerts, illustrated 
lectures, and other forms of mental entertainment, but 
since these are so intimately related to cultural activities 
in general their treatment will be reserved for the follow- 
ing section. 

As a Cultural Centre. — That canon of art instruction 
which exalts even crude versification, so it be animated 
with genuine feeling, over the slavish imitation of classic 
models, will receive much reinforcement in the minds of 
the regular students from the efforts to sociaHze the cul- 
tural activities of the community. The democratization 
of art proceeds not alone by popular entertainment but 
by popular participation as well. The great masters do 
indeed inspire, but if no outlet is given to the feelings 
thus stimulated the transmission of the art movement is 
stopped. Accordingly, in this department of the social 
centre there will be continual endeavors to arrange liter- 
ary, musical, and artistic programmes in which ama- 
teurs generally, rather than professionals exclusively, 
will take the active part. Local dramatic clubs, for 
example, will be encouraged to present significant plays, 
using those of local origin whenever these attain to a 
feasible standard. Incipient instrumentalists will be or- 



540 THE MODERN HIGH SCHOOL 

ganized into orchestras, and popular choruses will be 
formed to give a musical background to the numerous 
lectures and general entertainments at the centre. 

A very effective means of objectifying current life and 
giving it a common meaning is to be found in the pag- 
eant, especially in its modern form, wherein all the social 
forces, which have made the community's past and are 
now making its future, are realistically or symbolically 
presented in a moving, spectacular, out-of-doors drama. 
In the case of a high school favored with a stadium, like 
the one at Tacoma, such an event might fittingly take 
place upon its grounds; but, wherever it were held, its 
organization, conduct, and leading parts might very 
properly be undertaken by a social-centre staff. Other 
occasions calling for broad activities of a similar order are 
afforded by the national and local hoUdays. The effort 
to make the observance of the Fourth of July not only 
harmlessly enjoyable but also significant has of necessity 
made it a commimity affair. To celebrate properly the 
nation's natal day. May Day, and Labor Day, it is the 
growing practice to arrange a parade, a festival, a car- 
nival, or some other city-wide occasion in which all the 
elements of the community are joyfully fused by some 
magnificent spectacle resplendent with color, jubilant 
with sound, and redolent of patriotic meaning. The or- 
ganization or at least stimulation of and participation ia 
such events as these come within the proper function of 
the social centre, and they, like many of its own affairs, 
would also afford excellent outlets for the athletic, lit- 
erary, oratorical, musical, and artistic activities of the 
regular high school students.^ 

1 See Chapter XXII for an account of a high school which has beaome 
the art centre of a commimity. 



THE HIGH SCHOOL AS A SOCIAL CENTRE 541 

The debating clubs and singing societies of the ward 
school centres might be organized into leagues and fed- 
erations for the purpose of holding contests or tourna- 
ments, the final events of which — or possibly all of them — 
could appropriately be held in the high school auditorium 
under the auspices of its social-centre staff. The emula- 
tion thus stimulated would quicken and refine intellec- 
tual and emotional hfe in all parts of the community. 
The informative and entertaining power of motion pic- 
tures could be increased and purified if exhibitions of 
films of the best educational and literary t3^es were reg- 
ularly held in the auditorium. The charging of a small 
admission fee would not only help to distribute the ex- 
pense more equitably but tend to hold the management 
up to a higher level of efficiency, while the extension of 
the market for films of a high character would give a 
much-needed stimulus to their production by the man- 
ufacturers. 

In the selection of subjects for lectures, picture exhibi- 
tions, in the planning of all the incidental activities, the 
sp)ecial needs of the community, whether uttered or still 
unconscious, should be borne in mind, as the degree in 
which these were met would determine the amount of 
patronage and support the offerings would receive. Sim- 
ilarly, in the public-library service,^ which would form a 
part of the social-centre equipment, the books and Hsts 
displayed could all be related to the current topics of the 
times. The policy of thus making the social-centre facili- 
ties quickly responsive to the wants of the community 
could not fail of a fertilizing influence upon all its expres- 
sional activities. Upon the minds of both instructor and 

' In this connection see also Chapter XVIII, "The Socializing Func- 
tion of the High School Library." 



542 THE MODERN HIGH SCHOOL 

pupil would be continually impressed the fact, too little 
appreciated in existing systems of education, that art is 
a product of the interaction between society and the 
individual. 

Differentiation of the Social Centre in High and Ward 
Schools. — If the educational and social tendencies which 
have been outhned herein are real and, through their 
reciprocal action, cause a development along the Unes 
which have been indicated, the high school social centre 
will in time show characteristics plainly distinguishing 
it from that of the elementary school. Its clientele will 
probably come from the city as a whole or at least a large 
district thereof, and it will, therefore, serve naturally as 
the centre at large. In athletics it will tend to be the 
place where the matches between teams representing 
social centres in different sections of the city are held 
rather than the place for the regular practice of neighbor- 
hood groups. The city-wide basket-ball tournament 
among department-store fives, for instance, may begin 
in the ward centres, but it will probably culminate in the 
more spacious gymnasium at the high school. 

In social activities there will be a natural selection of 
the participants on the basis not of locality but of sim- 
ilarity of tastes or purposes. A reception to a person of 
more than local prominence will naturally take place here, 
while affairs of a more neighborhood character will occur 
in the ward school. The municipal choruses, the mem- 
bership of which comes from all parts of the city, will 
have their home in the high school, and here the great 
oratorios and more pretentious amateur theatricals will 
be presented. As a civic forum the high school platform 
will be the place where questions of the municipality will 
be thrashed out, while in the ward school the local im- 



THE HIGH SCHOOL AS A SOCIAL CENTRE 543 

provements will be the more pertinent subjects for dis- 
cussion. Lectures and other occasions of a cultural na- 
ture which appeal to highly developed tastes and abilities 
will find their home in the high school auditorium, as well 
as those of a more general import. The facilities and 
need for study and experimentation possessed by the 
faculty of the secondary school will tend to make it a 
social and civic laboratory, while the activity of the ward 
school staff will be mainly that of administration. 

Steps Immediately Practical.— In advance of the 
granting to the high school organization of the adminis- 
trative machinery which would be required for the com- 
prehensive plan that has been sketched, there are certain 
feasible steps by which a beginning can be made. The 
first of these is the adoption of a definite policy in favor 
of the social-centre activities. One of the ways in which 
such an attitude would first manifest itself would be in 
arrangements whereby some of the regular staff could 
assist with the extension work.^ For example, the phys- 
ical-training director would probably be willing, for a 
slight additional compensation, to give some time to the 
development of athletics among the youths who attend 
the evening high school. The woman in charge of the 
girls' physical education could probably find time for 
some instruction in folk dancing for the young women 
from stores and factories. 

As soon as possible, of course, an assistant should be 
appointed who could give time and thought to the de- 
velopment and management of all the social-centre ac- 
tivities. Such an ofiicial would be able to obtain much 
assistance from voluntary organizations interested in 

• In the Los Angeles High School the night school and the social centre 
have been placed under one head. 



544 THE MODERN HIGH SCHOOL 

social welfare, or if there happened to be none available, 
be might himself well undertake the promotion of one 
among some of the more prominent citizens. With the 
sympathy and aid of the school authorities behind him, 
he might find among the faculty some volunteers for 
club work, chaperonage, and other supervisory duties. 
The policy of organizing self-supporting activities would, 
in time, enable an extension of the social-centre force. 
Motion-picture shows, social dancing, club memberships, 
and entertainments, if properly managed, can all be 
made to give an income which could be applied to the 
maintenance of these and similar activities. 

In the inauguration of new and unusual uses of the 
schoolhouse, the wise director will give considerable 
thought to the inculcation in the minds of the incoming 
public of the right ways of using the school building. 
When the poHtical meetings were first held in the Jersey 
City High School careful directions about the proper 
exits and ingresses were published in the papers and dis- 
seminated by means of handbills. Sometimes, on such 
occasions, admission is only by ticket, a method which 
has the advantage of limiting the crowd and assuring the 
selection of the right people. A clear statement of the 
various privileges and prohibitions at the outset will pre- 
vent much friction later. It is always difficult to enforce 
rules which have not been well promulgated. 

Conclusion.— The preparation for fife's struggles which 
boys and girls received at home in the period before the 
industries had departed from it is still extoUed by stu- 
dents of education. In those rural days the boy worked 
beside his father, observed and imitated him in the per- 
formance of an infinitely varied round of tasks. Every 
lesson learned was inseparably associated with some 



THE HIGH SCHOOL AS A SOCIAL CENTRE 545 

difficulty of vital importance which the lad himself had 
experienced. No sooner had one responsibility found a 
secure place upon his shoulders than another and bigger 
one sHpped into position ready for their squaring. Edu- 
cation was a growing rather than a forcing process be- 
cause it took place in the midst of a real Ufe and was a 
natural part of it. 

Is it beyond the realm of possibiHty that the high 
school will some day be the scene of so much of the city's 
social and civic life that the youth reared therein, inti- 
mately associated with the leaders and helping to bear 
their burdens, will receive a training for citizenship to 
which future historians will be able to award an equal 
meed of praise? 



BIBLIOGRAPHY 

CHAPTER XXI 

THE raOH SCHOOL AS A SOCIAL CENTRE 

Anthony, W. B.— "Teaching Real Life in School." World's 

Work, 25:695-698, April, 1913- 
Bloomfield, M.— "The Vocational Guidance of Youth. *.3S, 
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Boone, R. G.— " Manual Training as a Sociahzmg Factor. lui- 

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Carr J F —"A School with a Clear Aim." World s Work, 19. 
' 12363. Work of the Interlaken School, La Porte, Ind. 



BIBLIOGRAPHY 797 

Cubberley, E. — "Changing Conceptions of Education." $.35, 
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Denison, E. — "Helping School Children." $1.40, Harper. 

Dewey, J. — "School and Society." $1.00, University of Chi- 
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"The School as a Social Centre." Elementary School 

Teacher, s- 73- 

Dutton, S. T., and Snedden, D. — "Administration of Public 
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Eberhart, A. O.— " What I Am Trying to Do." World's Work, 
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Eliot, C. W.— "The Full Utilization of a Public School Plant." 
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Ellwood, C. A. — "Sociology and Modern Social Problems." 
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Foght, H. W. — "The American Rural School." $1.25, Macmil- 
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Grice, M. V. — "Home and School." $.60, Christopher Sower 
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Gulick, L. H. — "Popular Recreation and Public Morality." 
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Hanus, P. H. — "Vocational Guidance and Public Education." 
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Kern, O. J. — "Among Country Schools." $1.25, Ginn. 

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tory of the movement. 

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798 BIBLIOGRAPHY 

Monroe, P. — "Influence of the Growing Perception of Human 
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Centre." Edited by the Secretary, S. Chester Parker, 
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Ward, E. J. — "Rochester Social Centres." The Playground 
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Ward, E. J., and others. — "The Social Centre." $1.50, Appleton. 

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The Modern High School 

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